The paper traces the progression of diagnostic and treatment models for the learning disabled and/or mildly handicapped child and offers an educational model, the TEACH Cycle, which is applicable to instruction and is neither curriculum-bound nor globally child-centered. The medical, classification, and process models are briefly considered. The TEACH model is described in terms of four stages: the development of the task sequence which is to be learned, assessment of the degree to which the student has acquired skills, incorporation of prior knowledge concerning the individual child, and recording academic progress in relation to the task sequence. (SBH)